This wikispace is presented by Justin Heyd in fulfillment of the requirements of SEED 394
SEED 394 Internship in Secondary Education
The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of Reflective Decision Making + Leadership, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.
Graves, D. (2001). The Energy to Teach. Portsmouth, NH: Heinemann
Justin Heyd's Spring 2009 SEED 394 Internship Placement
USD supervisor:
Kevin J. Reins
Phone: 605-677-5831
e-mail: kreins@usd.edu
Check List - Next Steps
Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
x
Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement.
x
Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail.
x
During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom.
x
Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom.
x
During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the requirements of the experience in this space. Discuss the requirements.
x
Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting.
x
Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s preferred phone number in the information table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom.
x
When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people.
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Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester.
x
Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester.
x
IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE.
My goals for the internship:
Write three goals for your internship experience
(1) Develop classroom management skills.
(2) Develop more confidence in my teaching capability.
(3) Learn as experiences, techniques, and management skills from my FBS to better develop my future teaching capabilities.
Post-experience reflection on my goals.
Write a short reflection on how you have met/not met your goals after all of your internship hour have been fulfilled.
I feel that my goals were met within Mrs. Muller's classroom. While I was watching her teach within her classroom, I got an accurate idea about how to appropriately teach and meet my specific goals within the classroom. I feel that through the help of Mrs. Muller, I was able to develop my classroom management skills within the classroom and I was able to boost my confidence as a potential teacher. Looking back at my experience with Mrs. Muller at Dakota Valley high school, I believe that I received an accurate depiction of what it takes to become a good teacher and teach in a school district that is dedicated in fulfilling student learning.
A. 45 hours of field-based classroom participation
Date
Hours
Description of my activities/participation in the classroom....
10/21/10
1 hr.
Introduction meeting with field base supervisor. In this introductory meeting, I discussed with the Mrs. Muller about how she teaches her 7th grade reading class. We also discussed classroom rules, regulations, and responsibilities of the students. I told her times in which I would be available to fulfill my internship requirement and the amount of hours that I needed to log in during my semester with her in order to complete my internship.
10/26/10
3 hr.
In this class session, the students were logging in their journal and writing from the point of view of the narrator of the book. Students were asked to to write two to three paragraphs depicting the events that are happening within their personal reading books. Students were very responsive in class and seemed eager to participate in answering questions. Students were rewarded with tickets for times that they participated in class discussion. The students wrote their names on the back of the tickets and at the end of the week the students would put their tickets in the class bucket. If their name was drawn, they were able to receive a prize or candy from the reward chest.
10/28/10
3 hr.
Class started out with the vocabulary word trisect. Mrs.Muller asked them what the definition, forms of language, synonyms, visual images, and tenses the word trisect can take. After the vocab, Mrs. Muller asked the students about things to listen for while she was reading The Giver.Mrs. Muller read chapter 10 of The Giver out loud to the students. After Mrs. Muller was finished, she discussed events that happened in that specific chapter and analyzed passages that the students were having a difficult time understanding.
11/2/10
3 hr.
Students were given the vocabulary word: dissect. They did their vocabulary exercise that they did the day before. They listened to Mrs. Muller read chapter 12 of The Giver. After Mrs. Muller finished the reading they analyzed and discussed what happened in that chapter and predicted what will happen next.
11/4/10
3 hr.
Students were given the vocabulary word insect. During this day, I learned that Mrs. Muller makes her vocabulary lists in sections. The one thing that these sections of vocabulary words have in common is the root of the word like: sect, port, etc. Mrs. Muller makes a list of ten to fifteen words that have the same word root. I thought that this was a great way to learn vocabulary words as a class. If the students can figure out one specific word root or base, the students will be able to comprehend multiple vocabulary words that connect with each other, rather than giving out random vocabulary words. Mrs. Muller let me lead vocabulary discussion during this period. The students seemed eager to participate when I was teaching, and it made the whole entire process seem effortless. I then read chapter 13 of The Giver to the students. Students were respectful while I was reading, and after I was finished we discussed what happened during this specific chapter.
11/9/10
3 hr.
Today the class discussed the vocabulary word sector. This was a challenging word for the students to comprehend initially. Mrs. Muller talked to them about what the word meant and they discovered together as a class what sector's definition was and they then proceeded to log the word in their vocabulary log book. After the vocabulary word review, the class then listened to Mrs. Muller read chapter 15 and 16 of The Giver.
11/11/10
8 hr.
Today was my first day that I was able to intern for a full day. We started the day out with watching Teen News. This was a service that is provided through the BBC network. This news informs the students of events that has happened yesterday and events that will happen today (11/11).I thought this was a very interesting way to inform students about current events that are happening in the world. After the news, I was able to teach my first lesson plan to the students. My lesson plan involved reading chapter 19 of The Giver, to the students, then discussing the use of euphemisms within the novel. A euphemism is when you take a word that is uncomfortable or difficult to talk about so you give a new phase or title in which to describe it. I gave the students the example that in The Giver, they use the term "release" instead of actually saying "euthanasia". I told them that in our society we do the same thing by saying that, "Today I put my dog down" instead of saying, "Today I euthanized my dog". After the students understood the concept of what a euphemism was, I broke the class into pods and asked them to look for as many euphemisms as they could in The Giver, and that they would compete against other groups. The object of the competition was to see what group could think of the most original euphemisms within the text. I would go around and ask groups in order what euphemism they thought of as a group. If another group(s) had that same euphemism, everyone had to cross it out. Groups only earned points for thinking of an euphemism that no other group wrote down. The class seemed to like this class activity and participated very well together. Before class was done, I asked the class to write down the definition of a euphemism and give an example of a euphemism. I used this to check for overall understanding and make sure that the class understood my presentation. I found out that out of all of my classes only five students gave answers that demonstrated difficulty with comprehending what a euphemism was. I taught roughly eighty students that day (twenty per class, for four lessons), and I thought that this was a very statistic for comprehension. Today was Veterans Day, and for my extra-curricular requirement, I attended the Veterans Day assembly at Dakota Valley. I thought that the Veteran's Day assembly was very nice to attend and well put together. After the assembly I continued to reteach my lesson plan to the other 7th grade English classes. Mrs. Muller gave me tips and suggestions on how to improve little things that could be better in my lesson plan and she congratulated me at the end of the day about being able to adapt well while I was teaching and getting rid of my nervousness.
11/16/10
3 hr.
Today, Mrs. Muller began the class by giving the word of the day. The students took out their vocabulary booklets and they logged in the word of the day which was trisect. After the class was finished with the vocabulary review, the class then discussed the way that The Giver ended. Since The Giver has a an open ending and can be interpreted in various ways, the students discussed what they thought was the fate of Jonas and Gabe. After Mrs. Muller and the class was done interpreting the end of the book, the class was then instructed to fill in their review sheet about specific events that happen within The Giver since they had a test coming up.
11/18/10
3 hr.
The students reviewed their pretest scores over ject and sect vocabulary words. After the students were finished, they broke into groups. Around the room, there were common themes from The Giver that were tagged to the walls. Some of the themes were euthanasia, love, sameness, etc. The groups had one minute to review each theme, write down characters or situations that fit into that theme, and then rotate to the next theme. After the group rotation was finished, Mrs. Muller had the students write down what theme they thought was most important in The Giver and explain why. This was a very good skill for the students to develop, because the students were learning about the power of critical thinking, they just didn't know it yet. After the students were finished with this theme review Mrs. Muller had the students go back to their seats. Mrs. Muller then began to review the vocabulary words with the students since they had a test coming up. Mrs. Muller had the students review playing the around the world game. This game started with two students facing each other and Mrs. Muller would read the definition to both of the students. The first one to answer the definition right moved on to the next student, until they lost and then the winner would travel around the world or classroom that is.
11/23/10
3 hr.
Today was a bit of a slack day since the students only had a half of day on Wednesday. Students spent the class period going over their specific projects that they have been working on for the last two weeks regarding the themes of The Giver since their projects were due tomorrow. Students were given a list that they could choose five out the given eight choices and choose which specific projects they wanted to work on. I thought that this was a great way for the students to feel like they were making a valuable choice within their learning process.
11/30/10
8 hr.
Today was "Operation Coyote" at Beresford High School. The day began with a weary trip to Beresford since it had been snowing the previous day and the road conditions were less than desirable. When we arrived at Beresford, I really had no idea what I was getting myself into. But once I was finished, I was very surprised about how quickly I was able to pick where the students were at in their specific subject and how nice and easy it was to teach with two other student teachers at the same time. During my shadowing experience at Beresford, my classmates and I covered basic grammar class, senior literature, sophomore English, and remedial English. I thought that for being relatively unprepared for this adventure, my group handled this day very well and it seemed that we had great classroom management skills as the day continued on. Some of the topics that my colleagues and I had to teach were less than desirable; for an example, teaching Henry David Thoreau's "On Walden Pond." This is difficult subject matter to teach to students, not because it is really deep and thought provoking, but because Thoreau was a very detailed man and tended to ramble on about beans and other things you do in the country. So to say the least, it was challenging to keep the students engaged with the reading. I was also very impressed that since the teacher that we were filling in for, Dr. Beuchler, was had a doctorates degree in English, she was able to offer her seniors a chance to take college credit class, while still attending high school. I thought that this was such an amazing way to prepare students for college, and it would give them college credits at a third of the price as English 101 at USD. I thought that the Operation Coyote style of teaching model was a great way for the future student teachers to prepare and learn how to be confident when teaching.
12/7/10
3 hr.
Mrs. Muller began today talking about figurative language. She explained that this was going to be the students new unit until Christmas break. Mrs. Muller had the students break out their figurative language book that they made the day before. Mrs. Muller then began to write down the words analogy, metaphor, and simile. Since these definitions are very similar to each other, Mrs. Muller made sure that she took her time explaining the definitions to each of the students. She gave the students examples and also let me give some examples of analogies or metaphors, similes, and analogies. I thought that this was a great way for the students to learn figurative language and allowed them to participate in class discussion to give examples of their own. In order to meet the requirement of redesigning a lesson plan with technology. I presented a slide show presentation about figurative language and how it can be used. This slide show presentation was retrieved from www.slidshare.net, and I made sure that I sourced where I retrieved the PowerPoint presentation from in my presentation. This PowerPoint presentation highlighted some of the key figurative language that the class was going to be covering throughout the next three weeks. I presented this information using Mrs. Muller's laptop and syncing it up with the wireless projector.
12/9/10
4 hr.
Today was the very last day that I was participating in my internship with Mrs. Muller. I arrived at Dakota Valley an hour earlier than I usually do because I was going to present my final lesson plan to the class. I first started out my day monitoring recess with Mrs. Muller. During this time period, I was very surprised that middle school students were allowed to have recess. This was not common from when I attended middle school because recess ended at elementary school, but the students seemed to be enjoying themselves. After recess monitoring was over with, I began the next period teaching oxymorons and puns to the class. During this lesson plan, I wrote down the words oxymoron and pun on the board. I then asked the students if they could explain the definition of an oxymoron and a pun. I was impressed that in both classes that I taught, both classes generally knew what a pun or an oxymoron was. After I wrote down the definitions. I gave some brief examples of what oxymorons are and wrote them on the board. I also asked the class if they could name some for me. I then presented a PowerPoint slide show to the class that was a list of clean jokes that demonstrated puns. The pun on words were highlighted in each joke and I asked the class to explain what the pun was of each joke and why it had double meaning. After the slide show, I then had the students watch a Youtube video by Abbott and Costello entitled "Who's on First." I thought that both classes thought that this video was very funny and I admit, I was initially concerned that the students would think that it wasn't funny since it was in black and white. After the class watched the video, I asked them to tell me the names of the players and the positions each player played. When this activity was finished, I began my assessment part of my lesson plan and I had the students break into groups and pair together note cards that either had one of the two parts of an oxymoron (jumbo shrimp) or the first part of the joke on one card and the punch line on the next card. Once each group paired their oxymorons and puns together, they were then allowed to pick their favorite joke or oxymoron and present it to the class. Overall, I thought that this lesson plan went over very well with each class and that the students seemed to behave very well and actively participate in my lesson plan. I was very happy with the result of this lesson plan.
Total
Hours
48 hrs.
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
B. Work with a group of students
1. Describe the group of students you worked with.
I tutored a group of students after school. These students would voluntarily come in after school to either work on reading or to work on assignments. Some of these students were struggling academically and the others were using after school time to make progress on their AR points.
2. Did students have clearly defined role/or tasks?
Yes, some of the students came into get get help on their specific assignment or their reading skills. The other students' tasks were to continue their reading process after school.
3. Describe your interaction with this group of students.
There were two students that were working on their group project. One of these students were struggling academically and the other has just started to make progress on his grades and was trying to keep his A. It was difficult to keep these two students on task because the student that was struggling was derailing his group's progress. Instead of taking the group project seriously, the struggling student was being inappropriate in his behavior and was not contributing to his group's progress. I had to sit down with this group and keep them on task. Through my guidance, the group was able to stay on track and finished their project.
4. How did your interaction affect student learning?
I thought that there was a lot of progress within this group. Once I sat down with the group and showed kept them on track, they made a significant amount of progress on their group project.
C. Work with students individually
1. Describe the individual you worked with.
I worked with a student after school that was struggling academically and was not completing/applying himself to school work for his 7th grade reading class.
2. Did the student have clearly defined role and/or task?
Yes, the goal was to complete late or missing assignments so he could receive partial credit.
3. Describe your interaction with the student.
My interaction with the student was one-on-one. I explained to him the importance of completing his school work on time in order to receive credit. I also encouraged the student to try and figure out questions and finish assignments by motivating himself in order to receive a passing grade or the class.
4. How did your interaction affect the student’s learning?
I found that through positive reinforcement and encouragement on my behalf, the student was able to to complete the assignments that he was missing.
5. How did you assess your impact on the student’s learning?
I assessed my impact on the student's learning and progress in school work by examining the graded work that the student completed during the after school work period that I tutored.
D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards
I thought that the ISTE standards presented great way in which technology can help improve a classroom setting. However, I think that technology should be presented in moderation too. I believe that students can become too dependent on technology and can allow technology to do all of the work. After reviewing the ISTE standards, I would like to have technology presented in my classroom by using PowerPoint presentations, showing videos that promote the specific subject that I am teaching, internet resources that could help students learn in a more interesting and engaging manner, etc. After reflecting the ISTE standards, I know that technology can have a tremendous impact in the way that I find ideas for lesson plans, presentable subject manner, etc. This way I can share my ideas or borrow ideas with my colleagues who may be hundreds of miles away.
1. What were the two duties you shared with your field-base supervisor?
I shared outside recess duty, and I created an assessment test with my field base supervisor.
2. What did you learn about collaborating with another colleague?
I found that since my field base supervisor had 12+ years of experience than I did in regards to teaching, that it was nice to pick her brain and find various ways to make an appropriate assessment test. It was interesting to discover how Mrs. Muller went about teaching her class and how she handled each duty within her daily responsibilities as a teacher.
H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students?
I learned while attending the Veterans Day assembly, that the school's teachers and students were very patriotic. It was nice to see the students be polite and well mannered as the assembly was taking place.
2. Describe what had the most impact on you from this outside-the-classroom requirement.
The impact that I took from this extra-curricular activity was how much Veterans Day means to service men and women. Listening to the speeches of each veteran that talked to the school, I could see the passion and hardship that it took to be a U.S. veteran. Some of the speakers had a very difficult time trying to relate what they went through in wartime to the student body, but I still thought it was a very nice and respectable event held by Dakota Valley.
I. Attend a school board meeting
1. What date and school board meeting did you attend?
I attended the school board meeting on November 8th, 2010 at 7pm. It was held the Dakota Valley administrative office.
2. What did you learn about the policy and procedures of middle/secondary schools?
I liked the "spotlight on education" part of the school board meeting. During this part of the school board meeting, the spotlight was on "Mastery Learning on Chemistry." In this portion of the school board meeting I learned about what it takes to learn chemistry and a list of the best ways that chemistry can be taught to the classroom. I learned about the financial items that was covered in the school board meeting and a list of revisions that were being made to policies at the district. These changes included co-curricular activities, student organizations, class size, etc. It was very interesting to see the formal ways in which a school goes about change and how they implement it within their school district.
J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses.
1. What is your impression of your field-based supervisor’s attitude toward teaching standards? I thought Mrs. Muller did an excellent job at teaching to the national and state standards. She was able to keep her students engaged with their learning material, but at the same time, she was able to accurately identify and teach to every standard that was required.
2. What is your impression of the impact of standards on instruction? Standards really do drive the instruction. I hate to say it, but with so much emphasis put on test scores for NCLB you have to focus on the standards. That does not mean that I ignore the fundamentals of teaching students how to read as that is still needed in 7th grade.
3. How do you intend to incorporate standards into your teaching? I incorporate the standards every day. They are what focus the lesson. I try to hit each standard multiple times throughout the year. In fact, through curriculum mapping, we must prove that these standards are addressed.
I asked Ms. Muller 10 more interview questions to learn about teaching in general.
1. How did you know that you wanted to be a teacher? I guess I just don’t remember ever wanting to be anything else. I did decide after having a great history teacher in high school that I wanted to teach at the secondary level.
2. What are some of your favorite memories of teaching? One thing that sticks out in my mind is a letter I received last year from a student. I was his language arts teacher about five years ago, and he was one of the tougher students to reach. Each Friday I would have one student in the class be the V.I.P. That student would receive a few trinkets and get to sit anywhere they wanted. I would also write each student a special, personal V.I.P. letter. Well, this particular student found himself incarcerated last year, and during a family visit his mom brought him that V.I.P. letter. The words I wrote rang more true for him then than they did at the time I wrote them which helped him get through that tough period of life. It meant a lot to hear that not only did I know that student well, but I made a difference in his life.
3. What lesson plan are you most proud of? There isn’t one particular lesson plan I’m proud of. Any lesson that the kids enjoy and has them learning is a success. In geography, we do all enjoy our study of family culture and then having our cultural foods day. It’s a great time of learning and bonding.
4. What was a difficult situation that you had to handle in your classroom? There have been the occasional physical fights and name calling, but those aren’t the most difficult to handle for me. What’s most difficult to me is the student who has already given up on school and just doesn’t care. I am always searching for new ways to motivate the unmotivated.
5. How do you try to stay current in your instruction? I try to attend workshops and take classes every year. I am fortunate to be part of a district that stays current on research and trends and is willing to let the teachers try new things. I also read professional periodicals.
6. Who is one colleague that you look up or respect the most at Dakota Valley? Why? Well, I’d prefer not to name anyone by name. There is one teacher who holds many of the same values and philosophies as I do in regards to teaching, children and life. This individual is always a good sounding board for me.
7. Why did you decide to work with middle school students? Why not high school? Working in the middle school was not a deliberate decision. It just so happened that a special education position came open at DV. It was about my third interview for jobs and it was offered to me. You just can’t be too picky when you’re in need of a job.
8. How do you balance family and school time? This is a challenge. With three very active kids, it’s hard to find the time for everything. I usually just set rules for myself. School work has to wait each night until my wife and mom duties are done. So that means not grading papers until 9 or 10 at night. I also get up very early to take care of household chores and last minute school work before leaving for work. It is normal for me to spend 3-4 hours a weekend doing schoolwork (sometimes more). About once or twice a month I stay after school until 8-9 at night catching up. This is after 13 years of teaching, mind you. In the beginning, I spent much more time at work.
9. Are you glad you decided to become a teacher? Why? I am very glad to be a teacher. Even though it doesn’t pay well, it is a profession that still holds esteem. I have never dreaded coming to work. There are definitely days that it would be nice to stay in bed, but I’ve never not wanted to come and teach. It’s a job where you have a sense of autonomy and can be creative. I love that.
10. What is your favorite thing about teaching? My favorite thing about teaching is interacting with the kids. If you don’t like kids, you should not be a teacher. Middle schoolers in particular at going through some of the toughest times socially that they ever will. It takes a special individual to know their unique needs and work with them. Teaching in the middle school definitely takes a certain knack.
Wikispace Grade – SEED 394 Grade
Name:
_ Completing the Internship Application Form (3 points)
_ Writing goals for internship (3 points)
_ Post-experience reflection on goals (5 points)
_ Log of: A. 45 hours of field-based classroom participation (10 points)
_ Reflection on: B. Work with groups of students (5 points)
_ Reflection on: C. Work with students individually (5 points)
_ Artifacts for: D. Participate in redesign of lesson with technology (10 points)
_ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points)
_ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points)
_ Reflection on: G. Share two duties with field-based supervisor (2 points)
_ Reflection on: H. Attend an extra-curricular activity with students (2 points)
_ Reflection on: I. Attend a school board meeting (2 points)
_ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points)
_ Documentation form for field experience (3 point)
_ Maintaining wikispace (6 points)
_ Performance on Knowledge and Skills from Evaluative Comments (21 points)
_ Performance on Professional Dispositions (18 points)
Total points possible: 150 points
Grading Scale
(Using the Nines System)
150 – 135 points is assigned an A
134 – 120 points is assigned a B
119 – 105 points is assigned a C
104 – 90 points is assigned a D
<=89 points is assigned an F
Items that I have included that might be helpful for accomplishing the requirements of the internship
Suggested Routines for Participating in the classroom
1. Make a seating chart.
2. Take attendance.
3. Run errands for the classroom teacher.
4. Help with classroom housekeeping.
5. Organize materials needed for a lesson.
6. Make copies of materials needed for the lesson.
7. Help pass out materials to the students.
8. Arrange a bulletin board.
9. Check out books from the library to be used by students in the classroom.
10. Check out media to be used in a lesson.
11. Make a chart or graph.
12. Make a transparency or stencil.
13. Run a film, filmstrip, videotape, etc.
14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.).
15. Develop a bibliography for an upcoming unit.
16. Correct papers.
17. Set up or help set up a lab.
18. Write news/assignments on the chalkboard.
19. Set up a learning center.
20. Set up an experiment or a demonstration.
21. Obtain a speaker to come to class, or help organize a class field trip.
22. Help gather materials for a class party.
23. Help make costumes for a class play.
24. Send out a class newsletter to parents.
25. Help individual students with seatwork.
26. Assist a small group.
27. Assist students with library research.
28. Monitor a test.
29. Hand out and collect materials.
30. Listen to an individual student read or recite a lesson.
31. Give a test or a quiz.
32. Read aloud or tell a story.
33. Help students in a learning center.
34. Accompany students to school office, bus, playground, after-school programs.
35. Help monitor the hallway, lunchroom, or playground.
Analysis of Instructional Planning and Impact on Learning
1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.)
2. What did you think about or consider when planning the lesson? (Be specific.)
3. What do you think was the most effective part of the lesson? Why?
4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why?
5. Were the activities/materials/visuals/aids appropriate? Why? Why not?
6. What part or parts of your plan would you consider changing before teaching this lesson again?
7. What do you see as your teaching strengths?
8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
Checklist of Interview Techniques for Teaching Standards
1. Before the Interview
a. Establish the purpose for the interview.
b. Request an appointment (time and place), giving sufficient time for the interview.
c. Plan specific questions related to the purpose of the interview.
d. Prioritize questions, asking the most important first.
2. During the Interview
a. Be on time for the interview.
b. Start the interview by restating the purpose of the interview.
c. Take careful, objective notes-- try to list direct quotes as often as possible.
d. Avoid inserting your own impressions or judgments.
e. Limit the interview to no more than 15-30 minutes.
3. After the Interview
a. Review with the respondent what has been said or heard.
b. Express your appreciation for the interview.
c. Offer to share the interview report with the interviewee.
School of Education Standards for Initial Preparation of Teachers
1. Understands Content: The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
2. Understands Development: The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
3. Understands Difference: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Designs Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
5. Manages and Motivates: The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
6. Communicates: The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
7. Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
8. Evaluates: The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflects on Practice: The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Participates in the Professional Community and Seeks Professional Growth: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
1 1. Integrates Technology to Enhance Learning: The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.
This wikispace is presented by Justin Heyd in fulfillment of the requirements of SEED 394
SEED 394 Internship in Secondary Education
The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of Reflective Decision Making + Leadership, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.Graves, D. (2001). The Energy to Teach. Portsmouth, NH: Heinemann
Justin Heyd's Spring 2009 SEED 394 Internship Placement
Kevin J. Reins
Phone: 605-677-5831
e-mail: kreins@usd.edu
Check List - Next Steps
Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task.
My goals for the internship:
Write three goals for your internship experience(1) Develop classroom management skills.
(2) Develop more confidence in my teaching capability.
(3) Learn as experiences, techniques, and management skills from my FBS to better develop my future teaching capabilities.
Post-experience reflection on my goals.
Write a short reflection on how you have met/not met your goals after all of your internship hour have been fulfilled.I feel that my goals were met within Mrs. Muller's classroom. While I was watching her teach within her classroom, I got an accurate idea about how to appropriately teach and meet my specific goals within the classroom. I feel that through the help of Mrs. Muller, I was able to develop my classroom management skills within the classroom and I was able to boost my confidence as a potential teacher. Looking back at my experience with Mrs. Muller at Dakota Valley high school, I believe that I received an accurate depiction of what it takes to become a good teacher and teach in a school district that is dedicated in fulfilling student learning.
A. 45 hours of field-based classroom participation
Hours
B. Work with a group of students
1. Describe the group of students you worked with.I tutored a group of students after school. These students would voluntarily come in after school to either work on reading or to work on assignments. Some of these students were struggling academically and the others were using after school time to make progress on their AR points.
2. Did students have clearly defined role/or tasks?
Yes, some of the students came into get get help on their specific assignment or their reading skills. The other students' tasks were to continue their reading process after school.
3. Describe your interaction with this group of students.
There were two students that were working on their group project. One of these students were struggling academically and the other has just started to make progress on his grades and was trying to keep his A. It was difficult to keep these two students on task because the student that was struggling was derailing his group's progress. Instead of taking the group project seriously, the struggling student was being inappropriate in his behavior and was not contributing to his group's progress. I had to sit down with this group and keep them on task. Through my guidance, the group was able to stay on track and finished their project.
4. How did your interaction affect student learning?
I thought that there was a lot of progress within this group. Once I sat down with the group and showed kept them on track, they made a significant amount of progress on their group project.
C. Work with students individually
1. Describe the individual you worked with.I worked with a student after school that was struggling academically and was not completing/applying himself to school work for his 7th grade reading class.
2. Did the student have clearly defined role and/or task?
Yes, the goal was to complete late or missing assignments so he could receive partial credit.
3. Describe your interaction with the student.
My interaction with the student was one-on-one. I explained to him the importance of completing his school work on time in order to receive credit. I also encouraged the student to try and figure out questions and finish assignments by motivating himself in order to receive a passing grade or the class.
4. How did your interaction affect the student’s learning?
I found that through positive reinforcement and encouragement on my behalf, the student was able to to complete the assignments that he was missing.
5. How did you assess your impact on the student’s learning?
I assessed my impact on the student's learning and progress in school work by examining the graded work that the student completed during the after school work period that I tutored.
D. Participate in redesign of a lesson with technology
Reflection on the ISTE standardsI thought that the ISTE standards presented great way in which technology can help improve a classroom setting. However, I think that technology should be presented in moderation too. I believe that students can become too dependent on technology and can allow technology to do all of the work. After reviewing the ISTE standards, I would like to have technology presented in my classroom by using PowerPoint presentations, showing videos that promote the specific subject that I am teaching, internet resources that could help students learn in a more interesting and engaging manner, etc. After reflecting the ISTE standards, I know that technology can have a tremendous impact in the way that I find ideas for lesson plans, presentable subject manner, etc. This way I can share my ideas or borrow ideas with my colleagues who may be hundreds of miles away.
E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson #1 - TitleLesson #2 - Title
Who's On First
F. Design an assessment tool for evaluation of one of the lessons taught
List of objectives being assessed (IN MY LESSON PLAN AND ASSESSMENT PROJECT)G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor?I shared outside recess duty, and I created an assessment test with my field base supervisor.
2. What did you learn about collaborating with another colleague?
I found that since my field base supervisor had 12+ years of experience than I did in regards to teaching, that it was nice to pick her brain and find various ways to make an appropriate assessment test. It was interesting to discover how Mrs. Muller went about teaching her class and how she handled each duty within her daily responsibilities as a teacher.
H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students?I learned while attending the Veterans Day assembly, that the school's teachers and students were very patriotic. It was nice to see the students be polite and well mannered as the assembly was taking place.
2. Describe what had the most impact on you from this outside-the-classroom requirement.
The impact that I took from this extra-curricular activity was how much Veterans Day means to service men and women. Listening to the speeches of each veteran that talked to the school, I could see the passion and hardship that it took to be a U.S. veteran. Some of the speakers had a very difficult time trying to relate what they went through in wartime to the student body, but I still thought it was a very nice and respectable event held by Dakota Valley.
I. Attend a school board meeting
1. What date and school board meeting did you attend?I attended the school board meeting on November 8th, 2010 at 7pm. It was held the Dakota Valley administrative office.
2. What did you learn about the policy and procedures of middle/secondary schools?
I liked the "spotlight on education" part of the school board meeting. During this part of the school board meeting, the spotlight was on "Mastery Learning on Chemistry." In this portion of the school board meeting I learned about what it takes to learn chemistry and a list of the best ways that chemistry can be taught to the classroom. I learned about the financial items that was covered in the school board meeting and a list of revisions that were being made to policies at the district. These changes included co-curricular activities, student organizations, class size, etc. It was very interesting to see the formal ways in which a school goes about change and how they implement it within their school district.
J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses.1. What is your impression of your field-based supervisor’s attitude toward teaching standards?
I thought Mrs. Muller did an excellent job at teaching to the national and state standards. She was able to keep her students engaged with their learning material, but at the same time, she was able to accurately identify and teach to every standard that was required.
2. What is your impression of the impact of standards on instruction?
Standards really do drive the instruction. I hate to say it, but with so much emphasis put on test scores for NCLB you have to focus on the standards. That does not mean that I ignore the fundamentals of teaching students how to read as that is still needed in 7th grade.
3. How do you intend to incorporate standards into your teaching?
I incorporate the standards every day. They are what focus the lesson. I try to hit each standard multiple times throughout the year. In fact, through curriculum mapping, we must prove that these standards are addressed.
I asked Ms. Muller 10 more interview questions to learn about teaching in general.
1. How did you know that you wanted to be a teacher? I guess I just don’t remember ever wanting to be anything else. I did decide after having a great history teacher in high school that I wanted to teach at the secondary level.
2. What are some of your favorite memories of teaching?
One thing that sticks out in my mind is a letter I received last year from a student. I was his language arts teacher about five years ago, and he was one of the tougher students to reach. Each Friday I would have one student in the class be the V.I.P. That student would receive a few trinkets and get to sit anywhere they wanted. I would also write each student a special, personal V.I.P. letter. Well, this particular student found himself incarcerated last year, and during a family visit his mom brought him that V.I.P. letter. The words I wrote rang more true for him then than they did at the time I wrote them which helped him get through that tough period of life. It meant a lot to hear that not only did I know that student well, but I made a difference in his life.
3. What lesson plan are you most proud of?
There isn’t one particular lesson plan I’m proud of. Any lesson that the kids enjoy and has them learning is a success. In geography, we do all enjoy our study of family culture and then having our cultural foods day. It’s a great time of learning and bonding.
4. What was a difficult situation that you had to handle in your classroom?
There have been the occasional physical fights and name calling, but those aren’t the most difficult to handle for me. What’s most difficult to me is the student who has already given up on school and just doesn’t care. I am always searching for new ways to motivate the unmotivated.
5. How do you try to stay current in your instruction?
I try to attend workshops and take classes every year. I am fortunate to be part of a district that stays current on research and trends and is willing to let the teachers try new things. I also read professional periodicals.
6. Who is one colleague that you look up or respect the most at Dakota Valley? Why?
Well, I’d prefer not to name anyone by name. There is one teacher who holds many of the same values and philosophies as I do in regards to teaching, children and life. This individual is always a good sounding board for me.
7. Why did you decide to work with middle school students? Why not high school?
Working in the middle school was not a deliberate decision. It just so happened that a special education position came open at DV. It was about my third interview for jobs and it was offered to me. You just can’t be too picky when you’re in need of a job.
8. How do you balance family and school time?
This is a challenge. With three very active kids, it’s hard to find the time for everything. I usually just set rules for myself. School work has to wait each night until my wife and mom duties are done. So that means not grading papers until 9 or 10 at night. I also get up very early to take care of household chores and last minute school work before leaving for work. It is normal for me to spend 3-4 hours a weekend doing schoolwork (sometimes more). About once or twice a month I stay after school until 8-9 at night catching up. This is after 13 years of teaching, mind you. In the beginning, I spent much more time at work.
9. Are you glad you decided to become a teacher? Why?
I am very glad to be a teacher. Even though it doesn’t pay well, it is a profession that still holds esteem. I have never dreaded coming to work. There are definitely days that it would be nice to stay in bed, but I’ve never not wanted to come and teach. It’s a job where you have a sense of autonomy and can be creative. I love that.
10. What is your favorite thing about teaching?
My favorite thing about teaching is interacting with the kids. If you don’t like kids, you should not be a teacher. Middle schoolers in particular at going through some of the toughest times socially that they ever will. It takes a special individual to know their unique needs and work with them. Teaching in the middle school definitely takes a certain knack.
Wikispace Grade – SEED 394 Grade
Name:
_ Completing the Internship Application Form (3 points)
_ Writing goals for internship (3 points)
_ Post-experience reflection on goals (5 points)
_ Log of: A. 45 hours of field-based classroom participation (10 points)
_ Reflection on: B. Work with groups of students (5 points)
_ Reflection on: C. Work with students individually (5 points)
_ Artifacts for: D. Participate in redesign of lesson with technology (10 points)
_ Artifacts for: E. Classroom teaching two lessons with lesson plans and documented impact on learning (40 points)
_ Artifacts for: F. Design an assessment tool for evaluation of one of the lessons taught (10 points)
_ Reflection on: G. Share two duties with field-based supervisor (2 points)
_ Reflection on: H. Attend an extra-curricular activity with students (2 points)
_ Reflection on: I. Attend a school board meeting (2 points)
_ Transcript and Reflection on: J. Reflective interview of field-based supervisor around teaching standards (5 points)
_ Documentation form for field experience (3 point)
_ Maintaining wikispace (6 points)
_ Performance on Knowledge and Skills from Evaluative Comments (21 points)
_ Performance on Professional Dispositions (18 points)
Total points possible: 150 pointsGrading Scale
(Using the Nines System)
150 – 135 points is assigned an A
134 – 120 points is assigned a B
119 – 105 points is assigned a C
104 – 90 points is assigned a D
<=89 points is assigned an FItems that I have included that might be helpful for accomplishing the requirements of the internship
Suggested Routines for Participating in the classroom
1. Make a seating chart.
2. Take attendance.
3. Run errands for the classroom teacher.
4. Help with classroom housekeeping.
5. Organize materials needed for a lesson.
6. Make copies of materials needed for the lesson.
7. Help pass out materials to the students.
8. Arrange a bulletin board.
9. Check out books from the library to be used by students in the classroom.
10. Check out media to be used in a lesson.
11. Make a chart or graph.
12. Make a transparency or stencil.
13. Run a film, filmstrip, videotape, etc.
14. Get supplementary materials needed for a lesson (e.g., magazine illustrations, pamphlets, maps, etc.).
15. Develop a bibliography for an upcoming unit.
16. Correct papers.
17. Set up or help set up a lab.
18. Write news/assignments on the chalkboard.
19. Set up a learning center.
20. Set up an experiment or a demonstration.
21. Obtain a speaker to come to class, or help organize a class field trip.
22. Help gather materials for a class party.
23. Help make costumes for a class play.
24. Send out a class newsletter to parents.
25. Help individual students with seatwork.
26. Assist a small group.
27. Assist students with library research.
28. Monitor a test.
29. Hand out and collect materials.
30. Listen to an individual student read or recite a lesson.
31. Give a test or a quiz.
32. Read aloud or tell a story.
33. Help students in a learning center.
34. Accompany students to school office, bus, playground, after-school programs.
35. Help monitor the hallway, lunchroom, or playground.
Analysis of Instructional Planning and Impact on Learning
1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.)
2. What did you think about or consider when planning the lesson? (Be specific.)
3. What do you think was the most effective part of the lesson? Why?
4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why?
5. Were the activities/materials/visuals/aids appropriate? Why? Why not?
6. What part or parts of your plan would you consider changing before teaching this lesson again?
7. What do you see as your teaching strengths?
8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
Checklist of Interview Techniques for Teaching Standards
1. Before the Interview
a. Establish the purpose for the interview.
b. Request an appointment (time and place), giving sufficient time for the interview.
c. Plan specific questions related to the purpose of the interview.
d. Prioritize questions, asking the most important first.
2. During the Interview
a. Be on time for the interview.
b. Start the interview by restating the purpose of the interview.
c. Take careful, objective notes-- try to list direct quotes as often as possible.
d. Avoid inserting your own impressions or judgments.
e. Limit the interview to no more than 15-30 minutes.
3. After the Interview
a. Review with the respondent what has been said or heard.
b. Express your appreciation for the interview.
c. Offer to share the interview report with the interviewee.
School of Education Standards for Initial Preparation of Teachers
1. Understands Content: The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
2. Understands Development: The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
3. Understands Difference: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Designs Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
5. Manages and Motivates: The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
6. Communicates: The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
7. Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
8. Evaluates: The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflects on Practice: The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Participates in the Professional Community and Seeks Professional Growth: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
1 1. Integrates Technology to Enhance Learning: The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.
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